Sample Course Handouts for Group Work

Joan Garfield
University of Minnesota

Problem Solving Activities

This is a non-lecture class, so there are no notes to be copied from
someone if you miss class. There is really no way to make up a missed
class. Also, your best thinking and learning will occur during class
time. If you don't come to class and participate in problem solving
activities, it is unlikely that you will pass the course. There will be
about 30 problem solving activities for which you will turn in work to
receive credit. Working effectively in small groups is a major skill
you will learn by your active involvement in all class activities. Your
good attendance will make the whole class work well.

Course Components

During class time you will be involved in any of the following
activities:

1. Solve problems or work on assigned activities in pairs or small
groups.

2. Participate in large group discussions.

3. Write out problem solutions and strategies, descriptions and
explanations of statistical ideas.

4. Have your statistical learning assessed.

Outside of class you will:

5. Read the text, answer study questions, take notes on material.

6. Complete written assignments and student projects.

Learning the Hard Way

In this course we will teach you math the hard way. The hard way
for you, and the hard way for us. We do not do this because we are mean
and nasty, but because it is the only way for you to develop the types
of skills that will be useful to you in later courses and, more
important, in later life. In high school you may have learned math by
memorizing certain rules and techniques. That approach will no longer
be adequate. In this course you will have to learn to determine the
rules on your own and to design your own techniques. These skills are
important both in higher mathematics and in everyday mathematical
problem solving. At first you may find our questions frustrating and
have no idea how to answer them. But if you make a serious effort you
will find your confidence gradually improves as your skills develop.

You will be asked to do a lot of cooperative work. This may cause
you to wonder why, when you are already confused, we ask you to work
with other students who are just as lost. There is a very good reason
which the following analogy may help to illustrate.

Suppose when you first arrived on this campus you were given precise
written instructions on how to get to this classroom. If you followed
these carefully each day, how much would you learn about the campus?
Without such instructions you have to explore, you get lost, and you
make mistakes, but you learn a lot more. The example may be even
clearer if you think of driving across a state by superhighway following
road signs. You may get through it fast, but you have seen little and
learned less.

Since we are going to ask you to find your own way through some of
the mathematical terrain we cover, you are going to need all the help
you can get. Classmates can tell you about their experiences -- where
they got lost, and sometimes, what they found out. Together you can
learn more effectively and have more fun doing it. Finally it is in
discussing problems and in arguing back and forth that you learn the
most. If you do not participate fully in this aspect of the course, you
will miss the most important part.

We will be tough with you and we will give you hard assignments, but
we also know you wouldn't be here if you found math easy. Don't be
afraid to ask questions or to tell us about special problems you are
having. We do want to help, no matter how silly you may think your
problems are. We are confident that if you work with us, together, we
can teach you the material in this course regardless of how bad your
previous mathematical experience has been.

Give it a try and your efforts will be rewarded.

(This section was adapted from materials used at University of
Massachusetts, Amherst.)

Group Work in GC 1454

Types of groups we'll be using:

1. Informal Groups: These may change everyday. These are "turn to
your neighbor" discussions to:

* Summarize the answer to the question being discussed.

* Give a reaction to the discussion.

* Relate the new information to past learning.

2. Formal Groups: Sometimes in these groups you will divide up the
work, work together to solve a problem or apply a statistical method, or
work on long-term projects. You may also use these groups to review
material, compare homework assignments, teach each other information,
encourage and support each other, inform each other about information if
a class has been missed, and evaluate the group process.

Group Roles

* Moderator/organizer: Assigns tasks to groups, moderates
discussions, oversees that the assigned task is being carried out,
helps keep group on course.

* Summarizer: Summarizes discussion or group solution to a
problem.

* Recorder: Writes down what summarizer says.

* Strategy suggester/seeker of alternative methods: Says, "Could
we try this method?", "Is there another way to solve this?"

* Review/mistake manager: Says, "What went wrong?", "What can we
learn from this?"

* Encourager: Encourages participation from all group members,
using probes such as: "What do you think?", "Can you add to that?"

Rules for Groups

* You are always responsible for your own work.

* You must be willing to help any group member who asks.

* You may ask the instructor or TA for help when everyone has the
same question (all hands are raised).

* You must achieve a group solution for each problem.

* You must make sure everyone understands the solutions before
going on.

* Listen carefully to each other.

* Share the leadership.

* Make sure everyone participates and no one dominates.

The Teacher's and TA's Roles During Group Work

* Observe groups, listen, assist as needed.

* Question group about conclusions, solutions, ask what are you
doing and why.

Individual Differences and Learning Statistics

* All people learn at different rates, and there are many
different ways in which people best learn. Recognize and accept
these differences and be respectful of each other.

* You will learn statistics more effectively by asking questions,
answering questions, helping each other, and analyzing your
mistakes.

* Statistics problems can often be solved in several, correct
ways. You can learn from each other by comparing different
solutions.

Sample Group Activities

Group is given a concept or procedure to discuss and then write-up.
The discussion should include:

* A verbal description or explanation of the concept or procedure.

* An example.

* At least two different types of problems involving the concept
or method and a solution for each problem.

* A few other related concepts or procedures.

* What's confusing about the concept or procedure, where might
someone go wrong (or be confused).

Group Process Activities

1. Name one thing that the group (or someone in the group) did
that helped you accomplish your assigned task.

2. Determine if someone in the group is pulling the group behind.
Discuss how to overcome this problem.

Structuring the Task

1. Set the task so that students are clear about the assignment.

2. Explain the intended outcome of the activity.

3. Help students understand what they are to learn and do in
completing the assignment.

4. Ask the class questions to check that they understand the
assignment.